Session 1: Academic Practice
Peer Enhancement
Assessment Issues
Dr Julie Baldry Currens
Peer Enhancement in learning,
teaching and assessment
• Formerly known as peer review, peer
observation
• Revised approached agreed at UEL in
2010
– A more collegial, supportive and reflective
approach
– ‘Staff member’ and ‘peer’ work together to
enhance reflection and practice
Key features
• Mandatory for all academic colleagues
• Voluntary for service colleagues with a role
in teaching and/or supporting learning
• One session per academic year will
consider aspects of both
– face-to-face teaching
– learning materials.
Session will include:
Face to face teaching (including seminars,
tutorials, workshops, individual or group
supervision, field trips etc);
and a range of practice
• e.g. promotional and info materials -module
and/or programme guides including on-line,
VLE, CDRom, DVD, Podcast and paper based
materials etc.;
F2F teaching and...
And a range of practice (cont’d)
• e.g. development and /or delivery of teaching
materials (including use of VLE/ UELPlus / social
networking,
• e.g. distance learning materials
• e.g. formative and summative assessment tasks,
and provision or individual and generic
feedback.
Four tasks involved in PE
i. 'Staff member' identifies and agrees with ‘peer’
the activity/activities on which to focus
ii. Staff member and peer agree session format for
PE Session, e.g:- observing teaching and review
of associated VLE materials;
iii. Staff member and Peer meet to undertake the
PE session
iv. Staff member and Peer complete PE Record
(see PE Form) and hand to Field / Team leader.
Role of Peer
The peer will support the staff member’s
development, by:
• facilitating self reflection by the Staff
member (reflective questions)
• offering constructive feedback
• identifying areas of good practice
• discussing areas for further development
Allocation
• Allocation of Staff members and Peers will
be agreed annually (e.g. by School
Learning &Teaching Committee) rather
than occurring as an ad hoc arrangement
• May identify thematic focus for whole staff
team or individual themes
Documentation
‘Light touch’ - identifies:
• Aspects of good practice suitable for
dissemination
• Development needs of individual
• When viewed together, all records provide
an overview of the extent of participation,
within a School or Service.
Thank you
– any questions /
comments ?
[email protected]
Assessment Challenges
• Creating assessment that develops learning and
measures performance (Boud, 2000)
• Balancing efficiency with effectiveness (Ross,
2003)
• Using a creative + balanced range of approaches
• Growing sector context of massification (Land,
2004)… plagiarism proofing… offering learner
autonomy + choice…
UEL Assessment Policy
• Emphasise assessment as integral - a key driver
for learning
• Reflect QAA Code of Practice in Assessment
(2006)
• Embed inclusive practice
• Respond to external examiners requests to
reduce over-assessment
• Policy applies to ALL programmes at UEL and
within collaborative partners
INTERNAL MODERATION – Q1
Q 1: What is UEL’s preferred method of
internal moderation?
INTERNAL MODERATION – Q2 & 3
Q 2: How many scripts should be second
marked?
Q 3: If there is more than one marker on the
team, how many scripts should be second
marked?
INTERNAL MODERATION – Q4
2nd marking
Q 4: Do calculations need to be second
marked?
Resolving marking differences Q5
Q 5: How are differences between markers
resolved?
EXTERNAL MODERATION Q6
Q 6: When should papers be sent to
external examiners for external
moderation?
TIMIMG of ASSSESSMENTS
Q7
Q 7: Timing of Assessments: How much notice
should be given?
• Exams -
• Coursework -
REASONABLE ADJUSTMENTS Q8&9
Q 8: How are Reasonable Adjustments
managed for Coursework?
Q 9: What is the usual amount of time given
for Reasonable Adjustments?
FEEDBACK Q10
Q 10: What is the timeframe for students to
receive feedback ?
- Coursework
- Examinations